Z. Deng のカリキュラム論における知識とディシプリンの関係の再構築

Reconstructive Study of the Relationship between Knowledge and Discipline in Deng’s Curriculum Study

劉 幸

宮本 勇一

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The purpose of this study is to examine curriculum theory development by Zongyi Deng. Originally starting his research activities from China and Michigan, Deng walked the bright career through Singapore to London. The current discussion in curriculum studies in Anglo-American countries worships discipline-based curriculum development calling for the “powerful knowledge” suggested by M. Young, Deng strives to overcome Young’s curriculum theory through introducing German Didaktik and Schwab’s liberal education. Deng appreciates the importance of disciplinary structure in teaching and learning that is expected to empower students to see the world; however, Deng goes a step further to discuss that discipline is certainly a requisite for curriculum development but does not meet the curriculum de-velopment: disciplinary knowledge must be interpreted into teaching contents. Knowledge and contents are severely distinguished, which implies an important notion of the free arena for teacher’s initiative to interpret. German Didaktik can provide students with plenty of thoughtful resources and ideas regarding this. Deng then revisits the literature that receives German Didaktik into Anglo-American curriculum studies. Though Deng shares much of his understanding with the literature by “Curriculum meets Didaktik” study group, Deng strives to see how the potential of German Didaktik can be valued in the context of “powerful knowledge”.

Anglo-American Curriculum Studies

Z. Deng

German Didaktik

Bildung

Schwab

英米圏カリキュラム研究

ドイツ教授学

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2022 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086